Educational Theories, Principles, and Models: A Comprehensive Report

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THEORIES PRINCIPLES AND MODELS

Table of Contents
INTRODUCTION............................................................................................................................. 2
TASK 1............................................................................................................................................ 3
1.1 ANALYZE THEORIES, PRINCIPLES AND MODELS OF LEARNING............................................3
1.2 EXPLAIN WAYS IN WHICH THEORIES, PRINCIPLES AND MODELS OF LEARNING CAN BE
APPLIED TO TEACHING, LEARNING AND ASSESSMENT..............................................................9
1.3 MODELS OF LEARNING PREFERENCES...............................................................................11
1.4 IDENTIFYING AND TAKING ACCOUNT OF LEARNERS’ INDIVIDUAL LEARNING PREFERENCES
ENABLES INCLUSIVE TEACHING, LEARNING AND ASSESSMENT...............................................13
TASK 3.......................................................................................................................................... 14
3.1 THEORIES PRINCIPLES AND MODELS OF ASSESSMENT......................................................14
3.2 EXPLAIN WAYS IN WHICH THEORIES, PRINCIPLES AND MODELS OF ASSESSMENT CAN BE
APPLIED IN ASSESSING LEARNING...........................................................................................17
LO 4.............................................................................................................................................. 20
4.1 THEORIES AND MODELS OF CURRICULUM AND DEVELOPMENT.......................................20
4.2 WAYS IN WHICH THEORIES AND MODELS OF CURRICULUM DEVELOPMENT CAN BE
APPLIED IN DEVELOPING CURRICULA IN OWN AREA OF SPECIALIZATION..............................30
LO 5.............................................................................................................................................. 32
5.1 THEORIES AND MODELS OF REFLECTION AND EVALUATION.............................................32
CONCLUSION............................................................................................................................... 39
REFERENCES.................................................................................................................................40
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INTRODUCTION
The process of gathering knowledge, skills and self-value addition to carry out the tasks in
personal and professional life is termed as learning. This is a process which is carried
throughout a long period of time. It is a basic process which is carried out lifelong. Learning is
carried out through the experience of self and others and by acquiring knowledge through
different sources (Schunk, 2012). It enables an individual for completing and achieving the
desired goals, which can be personal goals as well as personal goals. The evaluation of the
learning process will be carried out in this report. This report will enable the learner to get
acknowledged about the different aspects of the learning process. In addition to this various
theories, principles and models of learning will be studied in this report. There is an important
relation between teaching and learning as both the tutor and the learner are involved in the
process of learning.
Figure 1: the Learning process
Source: (Author’s Work)
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LO 1
1.1 ANALYZE THEORIES, PRINCIPLES AND MODELS OF LEARNING
Learning can be termed as the process of acquiring new skills and abilities to perform the tasks
in an enhanced manner and get the desired result (Pritchard, 2013). The theories, principles
and models of learning are stated and explained below:
Theories of Learning
The theories of learning can be categorized into 4 different stages on the basis of Psychology
which is stated and explained below:
Behaviourism
Figure 2: Behaviorism
Source: (Author’s Work)
According to Skinner, the learning can be carried out by the behaviour of the living beings
through the observation and the response to the specific situation in the environment
(Siemens, 2014). For example, when the owner asks the Dog to sit and offers a meal in return,
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the Dog learns to sit. This is the behaviour learning process based on the theory of
behaviourism.
COGNITIVISM
Figure 3: Cognitivism
Source: (Author’s Work)
According to Jean Piaget, the learning is based on the observation and the biology of the human
being in which the learning is carried out by the observation and the interpretation method
(Ernest, 2010). According to this theory, a person learns through the observation and self-
interpretation. For example, infant children do not learn from the instructions, instead, they
learn from the self-observation and interpretation.
SOCIAL CONSTRUCTIVISM
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Figure 4: Social Constructivism
Source: (Author’s Work)
According to Lev Vygotsky’s learning is the process in which the people learn from others
through the interaction and developing the concepts with the discussion and different social
sources (Olson, 2015).
SOCIAL COGNITIVISM
Figure 5: Social Cognitivism
Source: (Author’s Work)
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According to Albert Bandura, the process of learning from being cognitivist, self-reflective, self-
regulatory for the attainment of information and skills is termed as the social cognitivism
(Zimmerman, 2013). In this theory, the learning is carried out with social interactions,
experiences, and outside media influences.
PRINCIPLE OF LEARNING
The principles of learning are those safety measures which make the learning process
authentic. It is essential to follow the principles of learning in order to carry out effective
learning. The principles of learning are stated and explained below:
There are five main principles of learning:
1. Learn from the right sources – For learning to be authentic it is important that the
sources from where the data is referenced must be authentic and true (Golledge, 2017).
2. Learn structure and concepts, not just data – learning can be effective only if the
purpose and different aspects of the facts and the observations are carried out.
3. Share your knowledge – One of the best ways to learn something or some process is to
teach that thing or process to another person. Sharing of knowledge is the best method
of effective learning.
4. Bite-sized learning counts – one of the important principles of learning is Bite-sized
learning. As the life of a common man has become busy nowadays the bite-sized
learning carries its own importance. In this learning process, a person learns in segments
and collects the knowledge regarding various matters (Golledge, 2017).
5. Have a clear goal – While learning or moving forward towards learning the learner must
be clear about what is to be learnt when it is to be learnt and why it is to be learnt.
Along with that, the learner must have a surety regarding the clearance of the goal
MODELS OF LEARNING
The models of learning are given on the basis of the style of learning. There are different
scientists and technical people who have given the models of learning. Some of the important
models of learning are stated and explained below:
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David Kolb's model
Figure 6: Kolb’s Model of Learning
Source: (Author’s Work)
The model of David Kolb is based on the process of learning in which the learning is carried out
into 4 steps which are experience, observation and reflection, development of the ideas and
then to apply those ideas (Gray and MacBlain, 2015).
For example-
Experience
when a person does not study for the exams, he/she fail.
Observations and reflections
If he had studied he might get passed in the examinations.
Development of ideas
After that, the person thinks of going to coaching classes as it is possible that the teaching from
the tutor can boost up his moral and increase the knowledge.
Testing ideas in practice
Now the person starts going to the coaching as it is possible that teaching can boost up his
confidence and knowledge and can result in the change in experience.
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Honey and Mumford’s model
Figure 7: Honey and Mumford’s Model
Source: (Author’s Work)
ACTIVISTS – These are the people who learn by doing anything in real time. These people have
an open-minded approach and are involved in an unbiased way in any new situation for getting
the experience. For example, the judge in the courtroom is an activist who analyses each and
every aspect than only reaches a conclusion (Dweck and Bempechat, 2017).
THEORISTS – These are the people who learn from the theory behind the processes and do not
believe in doing and learning. These people require models, facts and hypothetical data for the
learning process. For example, reading and believing into something without experiencing is
being theorist (Dweck and Bempechat, 2017).
PRAGMATISTS – These are the people who take time to think to apply to learn in reality. These
people conduct experiments and then reach the conclusion after the result of the experiment.
For example, a person who collects the facts and figures and then relates it to real life than
reaches to a conclusion is termed as the Pragmatist (Dweck and Bempechat, 2017).
REFLECTORS – These are the people who learn from the self-analysis and the mistakes made by
self. The reflectors learn from the self-assessment and by asking questions to the self and learn
things in order to that. For example, dancers are the reflective people as they learn from the
mistakes of their own (Dweck and Bempechat, 2017).
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1.2 EXPLAIN WAYS IN WHICH THEORIES, PRINCIPLES AND MODELS OF
LEARNING CAN BE APPLIED TO TEACHING, LEARNING AND ASSESSMENT
As discussed in the previous section learning is the process which is applied in different ways
and various methods of learning are there. Different theories, principles and model of learning
are discussed in the previous section.
The learning theories, principles and models can be applied in teaching, learning and
assessment in the following ways:
Application of learning theories
Behaviourism – The theory of behaviourism can be applied in teaching in such a way that when
the student or the learner does the work as instructed by the teacher, he/she gets rewarded for
that with the good marks. In this way, the learner or the student learns to follow the
instructions (Hedges and Cullen, 2012).
COGNITIVISM – This theory of learning can be applied in the situation when the learner is not
able to learn through teaching or any other sources. This theory is applied in the case of infant
children as the children are not able to understand the instruction but due to this factor the
theory, the children can learn by experiencing and interpreting on their own.
SOCIAL CONSTRUCTIVISM – This is the process of learning which can be applied in teaching the
children who think that whatever they are thinking is right. The children learn from this theory
as through social interaction, culture and language. The theory of social constructivism helps
the children to learn the things which are necessary to be learnt but are equally difficult to
understand (Hedges and Cullen, 2012).
SOCIAL COGNITIVISM – The learning process of social cognitivism can be applied in the self-
learning of the students as the students carry out self-analysis, self-regulation and imitation
process. The involvement of social disclosure is also there in this process of learning.
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